Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 29/06/2017, available online: http://www.tandfonline.com/10.1080/03057925.2017.1340150
Accepted author manuscript, 605 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - What matters for rural teachers and communities?
T2 - Educational challenges in rural Turkey
AU - Çiftçi , Ş. Koza
AU - Cin, Firdevs Melis
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 29/06/2017, available online: http://www.tandfonline.com/10.1080/03057925.2017.1340150
PY - 2018/9/1
Y1 - 2018/9/1
N2 - This research aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser’s three dimensional justice approach – distribution, recognition and participation – to frame these challenges and to argue that rural challenges go beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages; 9 interviews with community members; and 2 focus group interviews, 1 with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources; insufficient understanding of social, cultural and economic contexts that constrain educational attempts; lack of collaboration between teacher and communities; and irrelevant education. The study concludes by scrutinising how these difficulties interact with one another and result in marginalisation or casting out of rural lives.
AB - This research aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser’s three dimensional justice approach – distribution, recognition and participation – to frame these challenges and to argue that rural challenges go beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages; 9 interviews with community members; and 2 focus group interviews, 1 with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources; insufficient understanding of social, cultural and economic contexts that constrain educational attempts; lack of collaboration between teacher and communities; and irrelevant education. The study concludes by scrutinising how these difficulties interact with one another and result in marginalisation or casting out of rural lives.
KW - Rural education
KW - Nancy Fraser
KW - Turkey
KW - rural community
KW - rural teacher
U2 - 10.1080/03057925.2017.1340150
DO - 10.1080/03057925.2017.1340150
M3 - Journal article
SP - 686
EP - 701
JO - Compare: A Journal of Comparative and International Education
JF - Compare: A Journal of Comparative and International Education
SN - 0305-7925
ER -